Day 2 "How can we keep track of our mini-lake materials?"
Day 3 "How does water compare with sand?"
Day 4 "What does a drop of water weigh?"
Day 5 "What changes and what stays the same when salt dissolves in water?"
Science notebooks used for data collection and display
Group discussions
Monitoring students as we walk around the classroom
Summative assessments:
On day five, the students will complete the Water, a Liquid section of this curriculum and individually write a summary of what they learned during this week. A brief list of the five daily activities will provide students with guidance.
Students will post videos and pictures of each days processes and data tables in the Edmodo group to demonstrate how scientists work similarly in order to obtain repeatable data.
Below are our standard classroom rubrics that apply to this unit. Printed copies are available if you wish to have one. They are also found on the classroom website. I will highlight the comment I selected for each row. Your total will be recorded next to your name.
Rubric - Collaborative Work Skills Student Number: Score out of 36:
CATEGORY
4
3
2
1
1. Working with Others
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
2. Contributions
Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
3. Quality of Work
Provides work of the highest quality.
Provides high quality work.
Provides work that occasionally needs to be checked/redone by other group members to ensure quality.
Provides work that usually needs to be checked/redone by others to ensure quality.
4. Time-management
Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.
Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.
Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.
Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management.
5. Problem-solving
Actively looks for and suggests solutions to problems.
Refines solutions suggested by others.
Does not suggest or refine solutions, but is willing to try out solutions suggested by others.
Does not try to solve problems or help others solve problems. Lets others do the work.
6. Attitude
Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).
Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).
Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
7. Focus on the task
Consistently stays focused on the task and what needs to be done. Very self-directed.
Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.
Rarely focuses on the task and what needs to be done. Lets others do the work.
8. Preparedness
Brings needed materials to class and is always ready to work.
Almost always brings needed materials to class and is ready to work.
Almost always brings needed materials but sometimes needs to settle down and get to work
Often forgets needed materials or is rarely ready to get to work.
9. Monitors Group Effectiveness
Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.
Routinely monitors the effectiveness of the group and works to make the group more effective.
Occasionally monitors the effectiveness of the group and works to make the group more effective.
Rarely monitors the effectiveness of the group and does not work to make it more effective.
There are five elements that will be assessed for writing in science journal notebooks and any other form of writing and technology used to represent data and graphics used for display. Digital tools can be used as supplemental material as they also apply to the real world (one of the journal elements). Some of those include but are not limited to use of writing on blogs and creating graphic organizers online. Rubric - Journal Writing Skills Student Number: Score out of 20:
Formative Assessments:
Summative assessments:
Below are our standard classroom rubrics that apply to this unit. Printed copies are available if you wish to have one. They are also found on the classroom website. I will highlight the comment I selected for each row. Your total will be recorded next to your name.
Rubric - Collaborative Work Skills
Student Number:
Score out of 36:
Rubric - Journal Writing Skills
Student Number:
Score out of 20: